ESSA UPDATE

Peer review written on a white board

On March 28, the Department released Every Student Succeeds Act (ESSA) State Plan peer review criteria for Title I, Part A; Title III, Part A; and the Education for Homeless Children and Youth Programs under theMcKinney-Vento Act.  These are the only programs of the consolidated state plan which are required to be peer reviewed; for all other sections of the plan, Department staff will review the state’s submission.  This document is intended to help ensure that each state submits a complete state plan, as well as guide peer reviewers in making recommendations to the Secretary on whether each state plan meets the requirements in the revised template for those programs subject to peer review.

The document presents each of the requirements in the template in the form of questions, broken down into smaller segments (webinar presentation).

Meanwhile, on April 3 — the first of two submission dates; the second is September 18nine states and the District of Columbia submitted state plans to the agency.  Another seven states indicated that they had submitted plans to their governors’ office (for the statutorily-required 30-day review period) and will submit plans to the agency no later than May 3.  Department staff are checking plans to determine if they are complete and, if so, will post plans online once scrubbed of personally identifiable information.

Peer Reviewers for EIR Competition

*BPC is sharing info on a survey for peer reviewers. Please use contact info below for any questions.

The purpose of this survey is to determine potential peer reviewer availability and to determine if there are possible conflicts of interest. Please complete the potential peer reviewer survey at this link: https://www.surveymonkey.com/r/MQWCQMC. We ask that you pay particular attention to questions 4 through 16. In reviewing applications for the EIR competition, all potential peer reviewers must confirm that there are no organizations or individuals described in each application with which you may have a conflict of interest. If you believe that there is a potential conflict of interest, you must notify the EIR Peer reviewer inbox ateirpeerreview@ed.gov as soon as possible so that we can determine who will be available to review during our competition season.

If you have any further questions about the review processes please don’t hesitate to contact the EIR Peer Reviewer inbox.

EIR Team

U.S. Department of Education

Office of Innovation and Improvement

i3 Management and Program Analyst

400 Maryland Avenue, S.W.

Room 4C109

Washington D.C. 20202

(p) 202-453-5653

(F) 202-205-5631

Coordinated Tribal Assistance Solicitation (CTAS) Purpose Area 9: Tribal Youth Program Peer Review

Interested in participating in the peer review of grant applications for the FY 2017 Coordinated Tribal Assistance Solicitation (CTAS) Purpose Area 9: Tribal Youth Program? Please review the information below and respond by Monday, April 3, 2017 if you are interested in participating in a peer review for this solicitation. For your reference, please visit the linked grant announcement:

https://www.justice.gov/tribal/page/file/913601/download

Call for ESSA State Plan Reviewers!

Every Student Succeeds Act (ESSA)

Calling Peer Reviewers for ESSA State Plans

The U.S. Department of Education (the Department) is seeking highly qualified individuals to serve in a critical role as peer reviewers of State plans, as required under the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA). Those interested in applying to serve as a peer reviewer must apply by February 17, 2017.

Under the ESSA, States will build on their experience making progress toward providing a high-quality, well-rounded education for all students. On November 29, 2016, the Department published final regulations that govern consolidated State plans under the ESSA. To facilitate the development of State plans, the Department published a required Consolidated State Plan template that aligns with the statutory and regulatory requirements. Under sections 1111(a)(4) and 8451(d) of the ESEA, the Department must facilitate a review by external peer reviewers of each State’s plan.

The ESSA requires that the Department establish multi-disciplinary peer review teams and appoint members of such teams that include:

  • Educators (e.g., teachers, principals or other school leaders, or specialized instructional support personnel);
  • State and local educational agency personnel;
  • Researchers who are familiar with the implementation of standards, assessments and accountability systems; and
  • Researchers who are familiar with how to meet the needs of disadvantaged students, children with disabilities, and English learners, the needs of low-performing schools, and other educational needs of students.

To the extent practicable, the peer reviewers should represent a regionally diverse cross-section of States and include individuals who have had practical experience in the classroom, school administration, or State or local government (such as direct employees of a school, district, or State) in the past two years.

Peer reviewers will work individually and on a panel to evaluate whether each State plan meets statutory and regulatory requirements and the degree to which each State plan will support a comprehensive and coherent set of improvements in the areas of: consultation and performance management; academic assessments; accountability, support, and improvement for schools; supporting excellent educators; and supporting all students. Peer reviewers will make recommendations to the Department to inform our review and approval of each State’s plan.

Questions about this request for peer reviewers may be sent to ESSA.PeerReview@ed.gov.

Application Process

To apply to be a peer reviewer, please go to the following link to submit your resume/curriculum vitae and complete the Peer Reviewer Application and Conflict of Interest Questionnaire by February 17, 2017. APPLY HERE.

Availability

Peer reviewers must commit to the following review process:

  • Virtual peer reviewer training for approximately four hours during the week of March 21, 2017;
  • Read and provide detailed comments during off-site individual review for four-five State plans between April 3 and May 3; and
  • Participate in a 5-day panel review in Washington, DC in early May (specific dates to be established in early 2017).

The Department will conduct a second peer review process beginning in September 2017.

Conflict of Interest

Please be aware that any applicant’s selection as a peer reviewer for the State plan peer review will include a review for possible, apparent, and/or actual conflicts of interest. If a potential conflict of interest is identified, the Department will consider whether the applicant can participate as a peer reviewer in full compliance with all applicable Department policies and procedures designed to ensure the integrity of the Department’s process for reviewing and approving State plans.

Honorarium and Other Information

Peer reviewers will receive an honorarium for their time and effort, contingent upon satisfactory completion of the above requirements and consistent with the required schedule. Travel costs to the events in Washington, DC will also be covered.

ED Call for Peer Reviewers

The U.S. Department of Education (Department) is seeking highly qualified individuals to serve in a critical role as peer reviewers of State plans, as required under the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA).  Under ESSA, States will build on their experience making progress toward high quality education for all students while reclaiming the promise of well-rounded education in individual State contexts.  Under sections 1111(a)(4) and 8451(d) of the ESEA, the Department must conduct a peer review process to facilitate the approval of State plans, with multi-disciplinary peer review teams that include:

·       Educators (e.g., teachers, principals, or other school leaders, or specialized instructional support personnel), ideally within the past two years;

·       State and local educational agency personnel, ideally within the past two years;

·       Researchers who are familiar with the implementation of standards, assessments, and accountability systems; and

·       Researchers who are familiar with how to meet the needs of disadvantaged students, children with disabilities, and English learners, the needs of low-performing schools, and other educational needs of students.

Peer reviewers will evaluate whether each State plan meets statutory and regulatory requirements and the degree to which each State plan will support a comprehensive and coherent set of improvements within the areas of: consultation and performance management; academic assessments; accountability, support, and improvement for schools; supporting excellent educators; and supporting all students.  Peer reviewers will work together on panels to offer vital feedback to the Department for State plans.  For more information, including a link to the application, visit https://www2.ed.gov/admins/lead/account/stateplan17/index.html.

Please share this notice with colleagues who may be interested in helping the Department with this important activity, noting applications are due by January 27, 2017.

Questions about this request may be sent to ESSA.PeerReview@ed.gov.

Peer Reviewers Sought for Performance Partnership Pilots for Disconnected Youth (P3)!

P3

The U.S. Department of Education (ED) is seeking non-Federal experts to serve as peer reviewers of applications submitted for the Performance Partnership Pilots for Disconnected Youth (P3).  Individuals should have expertise in the implementation of policies, programs, and practices to improve the education, employment, and other key outcomes of disconnected youth populations, such as youth who are homeless, in foster care, justice-involved, unemployed, or not enrolled in or at risk of dropping out of an educational institution.

Apply by June 17th!

To learn more click here: P3 Peer Reviewers Sought

 

Call For Peer Reviewers For Professional Development Grants!

dept of education

The Department of Education, Office of Indian Education is conducting a discretionary grant competition in FY 2016 for the Professional Development Grants Program.  They are seeking well qualified individuals who have education experience, either post-secondary education or in teacher/administrator training fields, plus experience working with the American Indian and Alaska Native (AI/AN) community.

Applications due June 24th!

To learn more click here: https://www.gpo.gov/fdsys/pkg/FR-2016-05-17/pdf/2016-11606.pdf

Apply to be peer reviewer here: https://www.g5.gov/ext/wps/portal?g5.parameters.errorcode=&g5.parameters.error=&g5.parameters.username=unauthenticated

Does LEAD Need You?

Program Evaluation for Proposals

We can meet with you to discuss your program or proposal ideas. Please call (608) 263-4256 or email: cmpribbenow@wisc.edu

Current proposal deadlines

Title: Education grants
Sponsor: Lumina Foundation for Education
Deadline: Ongoing; letters of inquiry accepted year round
Summary: Lumina’s goal is to increase the higher education attainment rate of the United States to 60% by 2025. While the Foundation’s mission focuses on both student access and success in higher education, its emphasis is on attainment, defined as completing associate and baccalaureate degrees and credentials. The Foundation focuses on increasing awareness of the benefits of higher education, improving student access to and preparedness for college, improving student success in college, and productivity across the higher education system. See the website for the foundation’s current funding strategies.
URL: http://www.luminafoundation.org/grants.html


Title: Alliances for Graduate Education and the Professoriate (AGEP)
Sponsor: NSF 16-552
Deadlines: June 14, 2016 and December 9, 2016
Summary: AGEP seeks to advance knowledge about models to improve pathways to the professoriate and success for historically underrepresented minority doctoral students, postdoctoral fellows and faculty, particularly African Americans, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians, and Native Pacific Islanders, in specific STEM disciplines and/or STEM education research fields. New and innovative models are encouraged, as are models that reproduce and/or replicate existing evidence-based alliances in significantly different disciplines, institutions, and participant cohorts.
URL: http://www.nsf.gov/pubs/2016/nsf16552/nsf16552.htm


Title: Education Research and Special Education Research Grant Programs
Sponsor: Institute of Education Sciences, Department of Education
Deadline: August 4, 2016
Summary: IES’s research grants program is meant to provide the public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all students. These grants provide national leadership in expanding fundamental knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for disability, and (2) education outcomes for all students from early childhood education through postsecondary and adult education. In carrying out its grants program, IES provides support for programs of research in areas of demonstrated national need and will conduct competitions in FY2017 through two of its centers.

The National Center for Education Research (NCER) will hold six competitions in these areas (topics in parentheses):

  1. Education research (Cognition and Student Learning; Early Learning Programs and Policies; Education Leadership; Education Technology; Effective Teachers and Effective Teaching; English Learners; Improving Education Systems; Mathematics and Science Education; Postsecondary and Adult Education; Reading and Writing; Social and Behavioral Context for Academic Learning; and Special Topics, which include Arts in Education; Career and Technical Education; and Systemic Approaches to Educating Highly Mobile Students);
  2. Education research training (Pathways to the Education Sciences Research Training [NOTE: An institution may submit only one application to the Pathways Training Program]; Postdoctoral Research Training; and Methods Training for Education Researchers);
  3. Statistical and research methodology in education (Statistical and Research Methodology Grants; and Early Career Statistical and Research Methodology Grants);
  4. Partnerships and collaborations focused on problems of practice or policy (Researcher-Practitioner Partnerships in Education Research; and Evaluation of State and Local Education Programs and Policies);
  5. Low-cost, short-duration evaluations; and
  6. Research networks (Exploring Science Teaching in Elementary School Classrooms; and Scalable Strategies to Support College Completion).

The National Center for Special Education Research (NCSER) will hold three competitions in these areas (topics in parentheses).

  1. Special education research (Autism Spectrum Disorders; Cognition and Student Learning in Special Education; Early Intervention and Early Learning in Special Education; Families of Children with Disabilities; Mathematics and Science Education; Professional Development for Teachers and Other Instructional Personnel; Reading, Writing, and Language Development; Social and Behavioral Outcomes to Support Learning; Special Education Policy, Finance, and Systems; Technology for Special Education; and Transition Outcomes for Secondary Students with Disabilities).
  2. Special education research training; and
  3. Low-cost, short-duration evaluations.

URL: http://www.grants.gov/web/grants/view-opportunity.html?oppId=282060 and https://federalregister.gov/a/2016-05155

Call for Peer Reviewers: African Evaluation Journal Due February 23!

The African Evaluation Journal (AEJ), the official Journal for the African Evaluation Association (AfrEA), is looking for senior evaluation practitioners and academics with evaluation experience to participate in an exciting opportunity to review articles for the AEJ special edition on “Health Evaluations in Africa” .  This edition is AfrEA’s and AEJ’s contribution to the 2015 Year of Evaluation.

The two stage review process includes the following: Stage 1: review articles and provide feedback and mentoring to authors. Stage 2: participate in a blind peer review of articles. Peer Reviewers should have: a Masters or PhD degree, published numerous articles, mentoring or peer review experience, and health evaluation experience.

If you are interested, please send your 2 page CV to aej@khulisa.com by 23 February 2015.

Once shortlisted, you will be asked to register on the AEJ website as a peer reviewer. The AOSIS Online Journal system allows for streamlined communication between editors, peer reviewers and authors, making for an efficient peer reviewing experience.

Submission of your CV does not assure inclusion as a peer reviewer for this journal. If selected, the peer reviewer will be required to work with authors and editors within the designated timeframe to produce a high quality article suitable for publishing.

This special edition is sponsored by USAID through its African Strategies for Health (ASH) project and is implemented by Management Sciences for Health in collaboration with Khulisa Management Services. http://www.khulisa.com/public/news/african-evaluation-journal-aej-final-call-peer-reviewers.

PEER REVIEWERS NEEDED: ED’s Office of Safe and Healthy Students

ED’s Office of Safe and Healthy Students Seeks Qualified Reviewers for FY 2014

 

The Office of Safe and Healthy Students (OSHS) is seeking qualified peer reviewers to read and evaluate discretionary grant proposals for the following FY 2014 grant competitions:

  • Elementary and Secondary School Counseling Program
  • Project Prevent Grant Program
  • Grants to SEAs for Emergency Management
  • School Climate Transformation Grant Program

For OSHS discretionary grant competitions, a background in one or more of the following content areas is particularly helpful: alcohol, tobacco, and other drug prevention; character education and civic education; state education and/or local education agency-level school emergency management and disaster response and/or school safety and security; physical education and school nutrition, school counseling and mental health; violence prevention, and school climate improvement; multi-tiered behavioral frameworks such as Positive Behavioral Interventions and Supports (PBIS), and/or significant experience working at the elementary and secondary educational levels. Peer reviewers may be required to review and evaluate the evidenced-based practice and programs grant applicants proposed to implement school-based programs in the above mentioned content areas.

The OSHS Grant Application Peer Review Process is designed to ensure that each discretionary grant is awarded on the basis of how well the evaluation selection criteria are responded to.  Therefore, we rely on qualified, external peer reviewers to critically evaluate all submitted grant applications to ensure we receive objective and independent ratings.  Each year we assemble panels of educators, policymakers, and experts to participate in our peer review process.  We would like your assistance in identifying possible candidates for consideration, or for registering to be considered.

The peer review process consists of an orientation, evaluation and scoring of applications consistent with established selection criteria, written reviews of each application to support the scores, and discussions with other panelists.  The review process for each program is conducted electronically via the Internet, eliminating the need for any travel to Washington, D.C.  Each peer reviewer is expected to commit approximately 35-40 hours to complete a review of applications on schedule.  They are expected to review 10-12 applications assigned to their panel and participate in three conference calls.  The time for each review is generally compressed, reviewers can have as little as two weeks, meaning that the commitment can be very intense.

Reviewers will receive an honorarium after completion of required work assigned to them and submission of mandatory forms.  Persons

interested in serving as peer reviewers may apply at any time.

The following are essential in what we seek in peer reviewers and should be noted when applying:

-proficient communication ability;

-access to the internet, a phone, and a printer, and the ability to interact in a web-based environment;

-superior analytical skills, including the ability to provide thoughtful, objective evaluations of proposals using the designated selection criteria;

-relevant education, training, and/or experience in the subject area of the grant program, and knowledge of related evidenced-based programs and practices;

-knowledge of and/or experience with program planning, implementation, and/or research and evaluation processes;

-ability to work collegially with others in a team environment, and meeting established deadlines; and

-experience working with diverse communities.

ED solicits reviewers without regard to race, color, national origin, gender, age or disability. Also, please be aware that participation in the peer review process will require reviewers to determine if they have a conflict of interest, or the appearance of a conflict, in reviewing assigned grant applications.  A peer reviewer is considered to have a conflict of interest when the reviewer, or certain individuals and entities with which the reviewer has a relationship, has a financial interest in the outcome of the competition for which he/she is serving as a reviewer.

If you are interested in serving as a reviewer, please register, provide your background information, and upload your most recent resume at www.g5.gov.  This will allow your information to be available to other offices in the Department that are searching for reviewers.  If you have trouble registering, you may contact the G5 Help Desk for assistance.  Their contact information is located on the G5 login screen.

For further information about the review process or how to apply to be a peer reviewer, please contact Christine Pinckney at Christine.Pinckney@ed.gov